DESAIN DIDAKTIS BERPIKIR ALJABAR DALAM KONTEKS PENJUMLAHAN DAN PENGURANGAN DI KELAS III SEKOLAH DASAR

Nia Ayu Kurniati, - and Dindin Abdul Muiz Lidinillah, - and Ika Fitri Apriani, - (2025) DESAIN DIDAKTIS BERPIKIR ALJABAR DALAM KONTEKS PENJUMLAHAN DAN PENGURANGAN DI KELAS III SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Aljabar perlu diperkenalkan sejak sekolah dasar agar peserta didik siap mempelajari aljabar formal di jenjang yang lebih tinggi. Faktanya, kemampuan peserta didik dalam berpikir aljabar khususnya pada penjumlahan dan pengurangan terbilang rendah, sehingga penelitian ini bertujuan untuk mengetahui learning obstacle peserta didik, merancang serta mengimplementasikan desain didaktis berpikir aljabar khususnya pada materi penjumlahan dan pengurangan. Desain didaktis dirancang berlandaskan pada pendekatan Realistic Mathematics Education (RME) yang menekankan pentingnya masalah kontekstual. Penelitian ini mengikuti alur penelitian desain didaktis atau Didactical Design Research (DDR) yang terdiri dari 3 tahap: analisis prospektif, analisis metapedadidaktik dan analisis retrospektif. Penelitian ini melibatkan guru dan peserta didik kelas III A SDN 1 Sukamaju sebanyak 21 orang sebagai partisipan implementasi desain didaktis awal, kemudian guru dan kelas III C SDN 2 Sindangpalay sebanyak 25 orang sebagai partisipan desain didaktis revisi. Teknik pengumpulan data dilakukan melalui tes, observasi, wawancara, studi dokumentasi, angket, dan expert judgment. Teknik analisis data yang dilakukan yaitu reduksi data, penyajian data kemudian penarikan kesimpulan. Berdasarkan hasil penelitian dan pembahasan, desain didaktis yang telah dirancang dan diimplementasikan, dapat mengurangi learning obstacle peserta didik. Terdapat perbaikan desain didaktis merujuk pada refleksi setelah implementasi, respon peserta didik dan angket respons peserta didik serta guru. Meskipun begitu, perbaikan desain didaktis tidak mempengaruhi Hypothetical Learning Trajectory (HLT) dan Antisipasi Didaktis Pedagogis (ADP) yang telah disusun karena perbaikan hanya sebatas pada teknis saat pembelajaran dan tampilan LKPD saja. Algebra needs to be introduced early in elementary school to prepare students for formal algebra at higher educational levels. However, students' algebraic thinking skills, particularly in addition and subtraction, remain low. This study aims to identify students' learning obstacles, design, and implement a didactic design for algebraic thinking focused on addition and subtraction. The didactic design is grounded in the Realistic Mathematics Education (RME) approach, emphasizing contextual problem-solving. The research follows the Didactical Design Research (DDR) framework, comprising three stages: prospective analysis, metapedadidaktik analysis, and retrospective analysis. The study involved teacher and 21 third-grade students from SDN 1 Sukamaju (Class III A) as participants in the initial implementation of the didactic design, followed by teacher and 25 third-grade students from SDN 2 Sindangpalay (Class III C) for the revised design. Data were collected through tests, observations, interviews, documentation studies, questionnaires, and expert judgment. Data analysis included data reduction, presentation, and conclusion drawing. The results indicate that the designed and implemented didactic design effectively reduced students' learning obstacles. Revisions to the design were informed by post-implementation reflections, student responses, and feedback from both students and teacher. However, these revisions did not alter the Hypothetical Learning Trajectory (HLT) or Didactic Pedagogical Anticipation (ADP), as changes were limited to technical adjustments in teaching practices and improvements to the layout of student worksheets.

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Item Type:	Thesis (S1)
Additional Information:	ID SINTA Dosen Pembimbing: Dindin Abdul Muiz Lidinillah: 5977469 Ika Fitri Apriani: 6649299
Uncontrolled Keywords:	Berpikir Aljabar, Didactical Design Research (DDR), Learning Obstacle, Realistic Mathematics Education (RME). Algebraic Thinking, Didactical Design Research (DDR), Learning Obstacle, Realistic Mathematics Education (RME).
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Tasikmalaya > PGSD UPI Kampus Tasikmalaya
Depositing User:	Nia Ayu Kurniati
Date Deposited:	17 Jul 2025 07:01
Last Modified:	17 Jul 2025 07:01
URI:	http://repository.upi.edu/id/eprint/134521

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